Woodcock- Johnson III Tests of Cognitive Abilities - Riverside ...

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processes required for academic performance in the affected domain, and instructionalinterventions is not as widely understood. As the focus of professional practice shiftsfrom determining service eligibility to assessing basic psychological processes that informappropriate instruction, a need exists for providing a link between cognitive assessmentand evidence-based educational interventions. Research has shown that the CHC broadand narrow abilities differentially predict performance on academic tasks (Evans, et al.,2002; Floyd, et al., 2003; Floyd, et al., 2008). This bulletin describes some differentialimplications for planning appropriate interventions and/or selection of accommodationsbased on an assessment of the CHC broad and narrow abilities as identified by the WJ IIICOG and DS.The purpose of this bulletin is to describe how information gleaned from performanceon the WJ III COG and DS can be useful for developing instructional interventions oraccommodations, particularly when limited proficiency is identified in a broad or narrowability and/or associated with a specific cognitive process. To provide an organizationalschema that relates WJ III COG and DS test performance to evidence-based interventions,this bulletin outlines the broad factors and narrow abilities defined by CHC theory andprovides brief descriptions of the cognitive processes required for performance in eachof the tests. Suggested interventions or accommodations that are conceptually relatedto the narrow abilities and cognitive processes are included (see Table 1). As examples,some interventions are described in this bulletin. References to research evidence for eachsuggested intervention are provided for further information.Table 1.Organizational Schema Relating WJ III COG and Diagnostic Supplement Tests,CHC Broad Factors and Narrow Abilities, Cognitive Processes, andRelated Educational InterventionsTestTest 1: Verbal Comprehension Comprehension-Knowledge (Gc )Lexical knowledgeLanguage developmentTest 2: Visual-AuditoryLearningPrimary Broad CHC FactorsNarrow CHC Abilities Cognitive Process(es) Related Educational InterventionsLong-Term Retrieval (Glr )Associative memoryTest 3: Spatial Relations Visual-Spatial Thinking (Gv )VisualizationSpatial relationsTest 4: Sound Blending Auditory Processing (Ga )Phonetic codingObject recognition andreidentification; semanticactivation, access, andmatching; verbal analogicalreasoningPaired-associative encodingvia directed spotlightattention; storage andretrievalVisual feature detection;manipulation of visualimages in space; matchingSynthesis of acoustic,phonological elementsin immediate awareness;matching the sequence ofelements to stored lexicalentries; lexical activation andaccessCreating a vocabulary-rich learningenvironment, particularly reading aloud toa young child and discussing new words;text talks; directed vocabulary thinkingactivities; explicit teaching of specific words;semantic feature analysis; semantic maps;use of computer technology to develop wordknowledge; association of key words to priorknowledge; reading for a variety of purposes;independent word-learning strategiesActive, successful learning experiences;rehearsal; overlearning; organizationalstrategies; mnemonics; illustrate or visualizecontentMultisensory teaching techniques; privatespeechEarly exposure to language sounds; promotingphonological awareness; direct instruction insound blending; practice blending sounds intowords
Table 1, continuedOrganizational Schema Relating WJ III COG and Diagnostic Supplement Tests,CHC Broad Factors and Narrow Abilities, Cognitive Processes, andRelated Educational InterventionsTest 5: Concept Formation Fluid Reasoning (Gf )InductionTest 6: Visual Matching Processing Speed (Gs )Perceptual speedTest 7: Numbers Reversed Short-Term Memory (Gsm )Working memoryTest 8: Incomplete Words Auditory Processing (Ga )Phonetic codingTest 9: Auditory WorkingMemoryTest 10: Visual-AuditoryLearning–DelayedShort-Term Memory (Gsm )Working memoryLong-Term Retrieval (Glr )Associative memoryTest 11: General Information Comprehension-Knowledge (Gc )General (verbal) informationTest 12: Retrieval Fluency Long-Term Retrieval (Glr )Ideational fluencyNaming facilityTest 13: Picture Recognition Visual-Spatial Thinking (Gv )Visual memoryTest 14: Auditory Attention Auditory Processing (Ga )Speech-sound discriminationResistance to auditory-stimulusdistortionTest 15: Analysis-Synthesis Fluid Reasoning (Gf )General sequential reasoningQuantitative reasoningTest 16: Decision Speed Processing Speed (Gs )Semantic processing speedTest 17: Memory for Words Short-Term Memory (Gsm )Auditory memory spanTest 18: Rapid Picture Naming Processing Speed (Gs )Naming facilityRule-based categorization;rule switching; induction/inferenceSpeeded visual perceptionand matchingSpan of apprehension andrecoding in working memoryAnalysis of a sequenceof acoustic, phonologicalelements in immediateawareness; activation of astored representation of theword from an incomplete setof phonological featuresRecoding of acoustic,verbalizable stimuli held inimmediate awarenessRetrieval and reidentification;associative encoding (forrelearning)Semantic activation andaccess to declarative genericknowledgeRecognition, fluent retrieval,and oral production ofexamples of a semanticcategoryFormation of iconicmemories and matchingof visual stimuli to storedrepresentationsSelective auditory attentionAlgorithmic reasoning;deductionObject recognition andspeeded symbolic/semanticcomparisonsFormation of echoicmemories and verbalizablespan of echoic storeSpeed/fluency of retrievaland oral production ofrecognized objectsCategorize using real objects; develop skills indrawing conclusions; hands-on problem-solvingtasks; make meaningful associations; concreteexamples of grouping objectsEmphasize speediness; build cognitive speed viarepetition, speed drills; use of technologyChunking strategies; rehearsal; mnemonicsPromote phonological awareness; read aloud;games that focus on sounds and wordsRehearsal; mnemonics; active learningActive, successful learning experiences;rehearsal; overlearning; organizationalstrategies; mnemonics; illustrate or visualizecontentText talks; semantic mapsOral elaborationActivities designed to discriminate/match visualfeatures and recall visual informationReduce distracting noise; modifications tolistening environmentDeductive reasoning using concrete objects;hands-on problem solving tasks; metacognitivestrategiesEmphasize speediness; build cognitive speed viarepetitionMnemonics; rehearsal; provide visual cuesIncrease fluency through self-competition
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